The University of Hawaiʻi at ����ԴDz� celebrated the generosity of its scholarship donors and the achievements of its student scholars at its annual Scholarship Luncheon, held November 2 at the Sheraton Waikiki Beach Resort.

The event brought together approximately 300 scholarship donors, students and college supporters to celebrate the transformative impact of philanthropy on higher education. During the 2026–27 academic year, the college awarded more than $1.4 million in scholarships to more than 470 students.

Established in 2005, the annual Scholarship Luncheon provides a special opportunity for donors to meet the students who benefit from their generosity, fostering meaningful connections between supporters and the next generation of business leaders.

“Scholarships do so much more than provide financial assistance. They open doors for students to fully engage in their education, pursue valuable learning experiences and prepare for successful careers,” Shidler College of Business Acting Dean Jing Ai said. “We are incredibly grateful to our donors, whose generosity continues to make a lasting difference in the lives of our students.”

Appreciation from students

The luncheon featured remarks from two scholarship recipients who shared their educational journeys, career aspirations and appreciation for the support they have received.

Undergraduate speaker Landon Momohara, a marketing and international business major, spoke about his experiences at Shidler and his aspirations to pursue an international career in digital marketing. Momohara serves as president of the college’s International Business Organization and supports marketing and student mentorship initiatives through the .

Graduate speaker Tyler Guard, a master of accounting student and associate at Accuity, shared his journey from a career in marine engineering to accounting. Recognized with the 2026 Business Night Award for Outstanding Master of Accounting Student, Guard hopes to apply his skills to support Hawaiʻi’s business community.

The event also featured a keynote address by alumnus Allan Ikawa, chairman and founder of Big Island Candies and a 2017 Shidler Hall of Honor inductee. Ikawa shared insights from his entrepreneurial journey, which began with the founding of Big Island Candies in Hilo in 1977 and grew into one of Hawaiʻi‘s most recognized confectionery brands.

Shidler’s academic excellence, student success

In addition to celebrating scholarship achievements, the luncheon highlighted the college’s continued momentum in academic excellence and student success. Shidler’s international business program was recently ranked No. 23 nationally in the 2027 U.S. News & World Report rankings, while undergraduate enrollment at its School of Travel Industry Management increased by more than 13% over the past year.

Approximately 125 University of Hawaiʻi at ����ԴDz� students put their emergency response skills to the test during a simulated airplane crash at Daniel K. Inouye International Airport on October 23. Hosted by the Hawaiʻi Department of Transportation Airports Division, the Triennial Airport Disaster Exercise (TADE) tested preparedness during a simulated mass-casualty incident.

Senior nursing students took on roles as first responders on the tarmac, while student volunteers portrayed injured passengers. The simulation provided hands-on experience in a high-pressure environment alongside emergency personnel from state, federal and local agencies.

For second-year nursing student Alejah Callorina, portraying an injured passenger offered a new perspective on patient care during emergencies.

“When you’re on the nursing side, it’s really easy to get caught up in tasks,” Callorina said. “Playing the victim made me realize that we’ve got things going on too, and we’re people as well.”

First-year nursing student Amanda Miller, a 20-year Army combat veteran, saw the exercise reinforce the importance of preparing for emergencies before they happen.

“No matter how much education or experience you have, it is vitally important to practice, to rehearse,” Miller said. “If you stay ready, you don’t have to get ready.”

Preparing for real-world emergencies

“Exercises like TADE instill the critical thinking, rapid decision-making and adaptability our students need to respond effectively during real-world crises,” said Michele Bray, assistant professor and ������Ƶ ����ԴDz� nursing faculty lead for the exercise.

No matter how much education or experience you have, it is vitally important to practice, to rehearse.
—Amanda Miller

Bray emphasized that the airport partnership allows students to practice disaster response skills that cannot be taught in traditional classroom settings.

With Hawaiʻi facing threats from natural disasters and other emergencies, preparing future nurses to respond effectively is essential to strengthening community resilience, according to Gary Glauberman, associate professor and chair of the ������Ƶ ����ԴDz� Department of Nursing.

“Engaging with our state and emergency response partners through the TADE, working side-by-side with seasoned first responders, ensures that our graduates enter the workforce as skilled, confident leaders ready to serve Hawaiʻi‘s communities in times of need,” Glauberman said.

Expanding hands-on learning

Funding secured through the provided trauma kits and medical shears for the exercise. The support also funded simulation resources that will enhance classroom tabletop exercises and clinical skills laboratory activities in future semesters, extending the benefits to future nursing students.

Eighteen University of Hawaiʻi at ����ԴDz� students and one postdoctoral researcher spent six days aboard the ������Ƶ research vessel (R/V) Kilo Moana this summer, gaining hands-on experience in oceanographic research while exploring waters around Oʻahu and Kauaʻi.

The educational cruise gave students opportunities to use advanced oceanographic equipment, collect data for undergraduate research theses and fulfill graduate requirements for time at sea. The program also introduced students to potential careers in marine science.

“Beyond its academic utility, the cruise is designed to broaden students’ horizons regarding the multiple career opportunities within marine science,” said Christopher Sabine, chief scientist of the cruise and professor of oceanography in the (SOEST). “Students gained hands-on experience in a setting where undergraduates, graduate students and faculty can network, share mentorship, and build lasting professional relationships.”

Learning beyond the classroom

Throughout the cruise, students had the opportunity to deploy oceanographic instruments, collect deep-sea sediment cores, conduct chemical analyses and gather data. These activities allowed students to apply classroom concepts to real-world research.

“Participating in conductivity-temperature-depth measurement operations and water-column sampling gave me a firsthand understanding of how oceanographic data are collected,” said Hiʻilani Mietlicki, a GES undergraduate student. “It was rewarding to see the coordinated efforts of the ship’s crew and science team come together to produce high-quality data that support marine research.”

Charting future careers

For some students, the cruise provided a clearer picture of their future career paths, from field research to graduate studies.

“Being on the research vessel confirmed to me that pursuing a degree in SOEST was the right decision!” said Allison Fujimoto, a GES undergraduate. “This experience helped me decide that I want to have a career that has both a science field work component (monitoring, collecting, lab work, etc.) out at sea, and an office component (spreadsheets, analyzing data, etc.).”

For Ken Husty Tungpalan, an earth sciences undergraduate, the program helped shape his academic goals.

“Participating in the research cruise has guided me to pursue a PhD in paleoclimatology, using geochemical proxies like sediment cores to uncover past climate and environmental conditions,” Tungpalan said.

The nine undergraduate and nine graduate students represented programs in , , ,, , the and zoology in the

Undergraduate enrollment at the University of Hawaiʻi at Mānoa (TIM School) continues to climb, with the school reporting an increase of more than 13% for fall 2026. The latest growth follows a 4.5% enrollment increase the previous year, marking two consecutive years of gains for the school, which prepares students for careers in Hawaiʻi’s tourism and hospitality industries and beyond.

TIM School leaders say the upward trend comes as the school has expanded its efforts to connect with prospective students and raise awareness of its academic and career opportunities. Those efforts have included increased community outreach efforts, including more than 35 engagement and career fairs across public and private high schools, partnerships with ClimbHI and the Chamber of Commerce Hawaii, along with a recent social media marketing campaign. The enrollment uptick follows a seven year decline from 2016–23.

“It is encouraging to see more students choose and discover travel industry management and the range of opportunities available through our programs,” TIM School Director and Professor Dan Spencer said. “Our faculty and staff have worked hard to connect with students and communities across Hawaiʻi and to show how a TIM education can prepare graduates for meaningful careers in an industry that remains critically important to our state.”

Beyond enrollment growth, the TIM School places a strong emphasis on career readiness, requiring all students to complete 400 hours of practical work experience through structured internships before graduation. This focus on preparing students for the workforce is reflected more broadly across the Shidler College of Business, where 91% of BBA graduates secured employment within three months of graduation or continue to graduate studies, based on data from 2022–24.

The TIM School offers undergraduate and graduate programs covering areas including hospitality, tourism and transportation management. Students also have opportunities to gain hands-on experience and build connections with industry professionals.

The enrollment growth comes as Hawaiʻi’s visitor industry continues to evolve, creating demand for professionals who can help shape the future of tourism and hospitality in the islands.

TIM School is part of ������Ƶ Mānoa’s .

The University of Hawaiʻi at Mānoa has secured a $4,368,000 federal grant to help 840 students from rural Hawaiʻi Island communities prepare for college, pursue career opportunities and succeed in higher education.

The seven-year Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Hawaiʻi Island Partnership Project will run through 2032, supporting students from seven target schools in Kohala, Honokaʻa, Keaʻau, Kaʻū and Pāhoa. The highly competitive federal program awarded only 19 partnership grants this year.

The initiative is designed to address educational barriers facing students in communities where poverty and geographic isolation can limit access to academic support and postsecondary opportunities. It will provide a continuum of services beginning in seventh grade and extending through students’ transition to college and into their first year of higher education.

“This grant is an investment in the potential of Hawaiʻi Island students. By connecting students with academic support, college credits, career experiences and ongoing guidance, we can help them see a path to higher education and give them the tools and support to pursue it,” said Anna Ah Sam, principal investigator for the project and the coordinator of grant writing, evaluation and assessment in the ������Ƶ Mānoa SEED Office.

Opportunities for students

Project activities will include a yearlong student success class for students in grades seven through 12, in-person and online tutoring, summer credit recovery, standardized test preparation, financial literacy workshops and assistance completing college and financial aid applications.

Students will also have opportunities to earn college credits through Early College programs, participate in high school and college bridge programs, explore career pathways through internships and apprenticeships, and visit college campuses. Academic advising and college counseling will continue as students transition to higher education, including support for GEAR UP alumni during their seventh year in the program.

The project brings together 23 partners, including 11 ������Ƶ Mānoa programs and offices, the seven target schools, and five additional educational and community organizations.

“This partnership is about helping students recognize their potential and giving them the support to turn their dreams and aspirations into opportunities,” ������Ƶ Mānoa Chancellor Vassilis L. Syrmos said. “By building connections between schools, the university and community partners, we can help more Hawaiʻi Island students take meaningful steps toward not just attending college, but graduating and moving on to a successful career.”

The project will measure progress through five key outcomes:

• Increasing the number of students who pass Algebra I or its equivalent
• Graduation from high school in four years
• Completion of the Free Application for Federal Student Aid during their senior year
• Enrollment in college
• Persisting through their first year of college

The Hawaiʻi Island initiative marks the sixth GEAR UP partnership grant awarded to ������Ƶ since the federal program began 26 years ago. Together, the six partnership grants have served more than 5,000 students.

GEAR UP is a federal program that supports early college awareness and preparation, particularly for students from underserved communities. Through sustained academic support and exposure to postsecondary education and careers, the program aims to help more students make the transition from high school to college and complete their degrees.

The ������Ƶ System currently administers three concurrent GEAR UP grants: one statewide grant facilitated by Hawaiʻi P–20 and two partnership cohort grants, one led by ������Ƶ Mānoa and the other by ������Ƶ West Oʻahu.

Plastic water jugs become a lion’s head. Old VHS tapes, balloons and cutlery become colorful costumes. At the University of Hawaiʻi at ����ԴDz�’s , students are learning to turn everyday trash into theatrical magic.

The creative work is part of the musical running October 23–31. Reimagined by director and master of fine arts candidate Jack Romans, the beloved classic is set in a world inspired by a landfill. The production follows Dorothy’s journey home, with familiar songs, imaginative costumes and puppets made from discarded materials.

Learning through creativity

Led by ������Ƶ ����ԴDz� costume design professor Maile Speetjens, students are discovering that working with unusual materials requires more than sewing. They’re learning to solve problems and find creative ways to make costumes wearable and durable.

“It has been an extremely exciting and rewarding experience watching students in the costume shop problem-solve their way through these unconventional materials!” Speetjens said.

Puppets made from everyday objects

������Ƶ ����ԴDz� alumna and puppet designer Jill Jackson is bringing familiar characters to life using unexpected materials. The Cowardly Lion features a head made from plastic water jugs, toenails made from hangers and a body built from discarded packaging.

Toto, Dorothy’s beloved dog, has a skeleton made from plastic pipes and bolts, with foam and fabric scraps giving him shape. His floppy ears are one of Jackson’s favorite details.

“I just love when something as simple as hot gluing fabric onto foam can have an adorably profound impact on the believability of a puppet,” Jackson said.

The hands-on experience shows how creativity can transform even the simplest materials into something extraordinary.

“You don’t have to have a lot of specific tools and training for this,” Jackson said. “Puppets can be made with items found around your house and your own imagination! You just have to be willing to see things in a different way.”

Six University of Hawaiʻi at ����ԴDz� students took their educational journey to Japan and the Arctic through an international educational exchange with Hokkaido University focused on climate change, ocean conservation and sustainable resource management.

The exchange connects ������Ƶ ����ԴDz�’s (����•A��) in the (SOEST) with Hokkaido University’s Uehiro Laboratory for Oceanography.

The ocean connects all of us

ldquo;When students work side by side with colleagues from Hokkaido University, at sea, on the coast, and in the watershed, they see that the ocean connects all of us,” said Margaret McManus, director of ����•A��.

Global Environmental Science undergraduate students Ruby Helmuth and Kyoko Suzuki participated in a 26-day Arctic expedition aboard Hokkaido University’s training ship Oshoro-Maru, gaining hands-on experience in oceanographic sampling and marine research.

Oceanography master’s student Tyra Arends and undergraduate Flannery McGreevy spent a week studying coastal environmental challenges, including pollution, biodiversity loss and erosion.

In northern Hokkaido, undergraduate students Rex Bregman and Sean Michael Monte explored connections between forests, rivers and coastal ecosystems through field surveys and visits to aquaculture facilities.

The exchange provided students with opportunities to develop scientific skills, learn from international researchers and explore approaches to protecting marine ecosystems.

Read the for more about the students’ experiences and the international exchange.

A new federally funded initiative at the University of Hawaiʻi at ����ԴDz� aims to unlock advanced STEM potential for underserved middle schoolers across the islands.

Backed by a $3 million award from the U.S. Department of Education, “Project Pathways Into Excellence for Rising Math Scholars” (PIER-Math) will build inclusive talent pathways for students in grades 6 through 9, ensuring that economically disadvantaged learners and students with disabilities receive equitable opportunities to excel in mathematics.

The grant was awarded to Associate Professor Hye-Jin Park, in ������Ƶ ����ԴDz�’s ’s .

”Our team has worked alongside many partners and collaborators over the years to build more inclusive STEM education and transition pathways for students in Hawaiʻi and the Pacific,” Park said. “This award builds on those collective efforts and reflects our strong belief that every student can excel when their potential is recognized, nurtured and given the right opportunities to grow.”

With the College of Education since 2008, Park’s focus areas include underrepresented groups of students, exceptional students, STEM education, transition, work-based learning, evaluation and mixed methods. Her new project will provide improved identification, advanced math opportunities, educator training and enriched learning experiences.

The University of Hawaiʻi at Mānoa’s hosted its 34th Hall of Honor Awards on October 8 at the Sheraton Waikiki. The event celebrated distinguished business professionals who exemplify excellence in their fields, while raising funds to support the college. This year’s celebration brought together more than 400 guests to recognize the 2026 cohort and raised more than $400,000 thanks to the generosity of local businesses and the community.

The four newest inductees into the Hall of Honor include:

• Brian Bowers, MBA ‘96—president, Bowers + Kubota
• David Morimoto, BBA ‘91—vice chairman and chief operation officer, Central Pacific Financial Corp. and Central Pacific Bank
• Julie Nakayama, BBA ‘94—vice president and chief financial officer, Kyo-ya Management Co. Ltd.
• Patrick Ogawa, BBA ‘82—global lead client service partner and senior consulting partner, Deloitte Consulting

“Our four honorees represent what is possible with a Shidler education,” Shidler College Acting Dean Jing Ai said. “Through their leadership, accomplishments and service, they have made a difference in their communities, while continuing to strengthen the connection between our college and the world around us. Their stories also give our students something powerful to aspire to.”

Ai also shared several highlights reflecting the college’s continued momentum, including a 13% year-over-year increase in undergraduate enrollment at the . Shidler College was also ranked No. 23 in the nation for international business and No. 129 (tied) among 535 undergraduate business programs in the latest U.S. News and World Report rankings.

“We are deeply grateful to our alumni, donors, business partners and friends for their continued belief in our students and our mission,” Ai said. “Their support enables us to attract exceptional faculty, expand meaningful opportunities for our students and continue strengthening Shidler’s impact and reputation here in Hawaiʻi and around the world.”

Premier fundraising event

The Hall of Honor Awards serve as the premier fundraising event in collaboration with the Shidler College of Business Alumni Association. Proceeds from the evening benefit the college, extending to student programs, scholarship opportunities, faculty research, alumni engagement and special initiatives.

Shidler alumna and 2014 Hall of Honor recipient Gina Mangieri emceed the event. Bowers + Kubota, Deloitte, Central Pacific Bank, First Hawaiian Bank and Kyo-ya Hotels & Resorts served as presenting sponsors, while Jay H. Shidler served as contributing sponsor and The Queen’s Health System as platinum sponsor. Pacific Business News was the media sponsor. If you would like to support Shidler College, contact Jennifer Lieu, director of development, at Jennifer.Lieu@uhfoundation.org or (808) 956-3597. For a full list of past honorees, visit the .

Gabrielle (Gabi) Kics, now a student at the University of Hawaiʻi at ����ԴDz�, participated in a summer work exchange program on a permaculture farm in the Andes Mountains of Ecuador following her high school graduation. This experience sparked her interest in sustainable land management practices and has taken her around the world to explore native forests and the interconnectedness of nature and humans.

“I am interested in native ecosystem restoration as a means to address climate resilience and watershed stability, and as a means for individuals and communities to continue having relationships with native plants and spaces,” she shared.

Kics was drawn to the (GES) program in the University of Hawaiʻi at ����ԴDz� (SOEST) as an opportunity to learn about a broad spectrum of environmental issues and conduct research. Now, Kics is wrapping up her degree and her latest research experiences, which included projects in Mākaha Valley on Oʻahu and South Sulawesi, Indonesia.

Mākaha Valley to Indonesia

Kics’s senior research project centers around native forest restoration in Mākaha Valley with ������Ƶ ����ԴDz� professor Tamara Ticktin and ������Ƶ ����ԴDz� professor Travis Idol. Her project explores how planting a native sedge at different densities and weeded at different intervals impacts native and invasive plant recruitment.

“As a result of western contact, native Hawaiian forests have been degraded, which includes habitat loss, species extinction, invasion of foreign species, changes in watershed, and alteration of soil stability,” Kics explained. “The project I’m working on supports restoration of native forests in order to increase ecosystem stability, protect endangered species, and maintain the connection between people and native plants and animals.”

“Conventional forest restoration starts with planting one or two native overstory trees to create an overstory canopy and favorable environment for planting other native species in the understory,” Idol shared. “Gabi’s project is using a native ground cover to hopefully suppress invasive species and thus create a more favorable environment for natural regeneration of native species. This would help rebuild ecosystem resilience, along with biodiversity.”

Kics also received a grant from the ������Ƶ ����ԴDz� Undergraduate Research Opportunities Program to support her participation in research projects in South Sulawesi, Indonesia for the past two years in partnership with a university in Makassar.

“Through this research, I learned that government-imposed land management policies harm local livelihoods and connections to forests,” Kics shared. “We further learned how villagers resist these pressures through upholding their cultural practices and identity. This experience has really emphasized the importance of co-creating management practices with communities in order to address ecosystem and community resilience.”

Three University of Hawaiʻi students are leveraging their ������Ƶ education to empower local communities thousands of miles away in the Marshall Islands, bringing technology, mapping and biocultural restoration to the Pacific nation.

Through the Transcending Barriers to Success in Economics (TBSE) program—a partnership between and ������Ƶ Mānoa’s and supported by a $1 million grant from the National Science Foundation—students Zachary Gibson, Hedsey Rowa and Jason Nichols gathered critical data, updated mapping infrastructure and supported youth programs on the island of Ebeye for a month in summer 2026.

The connection between the students grew out of Kapiʻolani CC. Rowa, who was born in Ebeye and grew up in Kosrae with family ties across Micronesia, introduced Gibson to the region after meeting in a lab and taking summer ethnic studies classes together. Nichols, a Kapiʻolani CC alumnus now attending ������Ƶ Mānoa, joined after conducting research with TBSE program coordinator Miku Lenentine.

Their recent work builds on foundational trips from prior years. During his first visit in 2025, Gibson spent more than three weeks conducting 14 interviews with local residents to understand community needs, infrastructure limits and the feasibility of implementing telehealth services. For Rowa, returning to the Marshall Islands as an academic researcher has been both challenging and deeply meaningful.

“It’s an amazing feeling. I’m just gonna make it my whole life for me just to keep going back,” Rowa said. “It’s nice to get back to the islands.”

For Nichols, making his first journey to Ebeye after months of preparation was a transformative experience that began as soon as the team crossed Kwajalein Atoll to reach Ebeye.

“It was a once in a lifetime opportunity to be able to go for me,” Nichols said. “Despite having known that I was going to go for a while and planning, it’s like when you first step foot there, it really hits you how unique and special of a place it is.”

Empowering youth through tech and tradition

During their trip, the team volunteered at Spartan Camp, a summer program bringing top-performing and at-risk students together to learn environmental sciences, artificial intelligence, drone operations and traditional skills such as canoe building, sailing and net fishing.

To improve digital navigation on the island, the team partnered with NGO Pacific Allies to equip local youth with 360-degree cameras. Together, they walked the streets to record GPS coordinates and upload interactive mapping data to Google Street View and Organic Maps. Because the Marshall Islands is one of the least visited countries in the world, accurate street-level mapping helps visiting scholars, emergency response teams and local government officials navigate the area effectively.

The students presented their data to local government officials, school principals, the commissioner of education and the emergency operations command center. Additionally, on the private islet of Nene, the team conducted forest mapping, trail routing and drone documentation alongside landowners and local youth.

“When we’re over there and we’re able to provide the need that they’re asking for, it does feel like a deep sense of gratitude, but also it feels honoring to the people who taught us—the teachers before,” Gibson said.

Fostering future leaders

Faculty mentors said the hands-on experience demonstrates the true potential of collaborative partnerships.

“Seeing our students take the skills and ʻāina-based economic frameworks learned in Hawaiʻi and apply them directly to community-identified needs in the Marshall Islands shows the profound impact of place-based education,” Lenentine said. “Zachary, Hedsey and Jason embody the spirit of reciprocal learning and leadership that we hope to foster across the Pacific.”

“This initiative demonstrates the immense power of the pathway between ������Ƶ Mānoa and Kapiʻolani Community College,” said Denise Eby Konan, ������Ƶ Mānoa interim provost and co-principal investigator on the NSF grant. “By empowering our students to bridge academic research with meaningful community engagement, we are not only expanding educational access across our campuses, but also deepening our commitment to serving Indigenous and Pacific communities throughout the region.”

Read the entire story on the .

The ranked in nearly 20 academic subjects in the released in September 2026, including four subjects that placed among the top 16 in the country and another six placed in the nation’s top 27.

Oceanography ranked No. 4 in the U.S. and No. 6 globally, while atmospheric science ranked No. 9 in the U.S. and No. 15 worldwide. Geography tied for No. 14 in the U.S. and No. 51–75 tier in the world, and hospitality and tourism management ranked No. 16 in the U.S. and No. 43 globally.

������Ƶ Mānoa also ranked across a broad range of science, engineering, social science and other academic and research fields. In the U.S., public administration tied for No. 21, civil engineering tied for No. 23, Earth sciences tied for No. 24, agricultural sciences tied for No. 26 and ecology and food science and technology tied for No. 27. Public administration, Earth sciences and ecology placed in the No. 76–100 tier globally, civil engineering and agricultural sciences ranked in the No. 151–200 tier worldwide, and food science and technology placed in the No. 301–400 tier globally.

The rankings were released by the ShanghaiRanking Consultancy and are considered one of the most comprehensive and objective assessments of university performance by discipline.

“Rankings like these reflect the breadth and quality of the work being done by our faculty and students at ������Ƶ Mānoa,” Chancellor Vassilis L. Syrmos said. “Their important contributions through research, teaching and innovation across a wide range of disciplines, further strengthens our place as Hawaiʻi’s flagship campus—where access meets excellence.”

Additional ������Ƶ Mānoa subjects recognized in the 2026 rankings include:

• Water resources: Tied No. 44 U.S., No. 201–300 world
• Environmental science and engineering: Tied No. 56 U.S., No. 301–400 world
• Political science: Tied No. 69 U.S., No. 201–300 world
• Sociology: Tied No. 69 U.S., No. 201–300 world
• Biological sciences: Tied No. 75 U.S., No. 301–400 world
• Education: Tied No. 79 U.S., No. 201–300 world
• Management: Tied No. 110 U.S., No. 401–500 world

������Ƶ Mānoa was evaluated alongside approximately 2,000 universities from nearly 100 countries and regions, selected from a global pool of more than 25,000 institutions. The rankings are based on measures such as world-class faculty, world-class research output, high-quality research, research impact and international collaboration.

.

Announced on August 15, ShanghaiRanking Consultancy ranked ������Ƶ Mānoa in the No. 95—111 tier in the U.S. and No. 401—500 tier worldwide in the 2026 Academic Ranking of World Universities.

Recent rankings

������Ƶ Mānoa also received these notable rankings:

• 2027 U.S. News and World Report Best Colleges ranking, September 22, 2026
• 2027 The Princeton Review “The Best 392 Colleges” guide, August 19, 2026
• 2026–27 Global University Visibility Rankings, July 23, 2026
• 2027 Quacquarelli Symonds World University Rankings, June 17, 2026
• 2026–27 U.S. News and World Report Best Global Universities rankings, June 16, 2026

For more information, visit the .

From the court to the classroom, University of Hawaiʻi at Mānoa student-athletes represent Hawaiʻi every day—and Giving Week is an opportunity for the community to invest in their success.

To complement homecoming festivities at ������Ƶ Mānoa, is rolling out its “Our Team. Hawaiʻi‘s Team.” Giving Week campaign, October 9–19.

Gifts of all sizes make a difference. .

Giving Week comes at a pivotal moment in ������Ƶ Mānoa Athletics as the program enters a new era as a full member of the Mountain West Conference. Over the past year, ������Ƶ Mānoa student-athletes achieved remarkable success, including a national championship, a March Madness appearance, a Sheraton Hawaiʻi Bowl victory, multiple conference titles and a historic combined student-athlete GPA of 3.33.

“As we begin an exciting new chapter in the Mountain West Conference, donor support is more vital than ever,” ������Ƶ Mānoa Director of Athletics Matt Elliott said. “Giving Week gives our entire community the opportunity to directly impact the resources our student-athletes need to excel, build on our championship culture and shape the future of Hawaiʻi’s team.”

������Ƶ Mānoa Chancellor Vassilis L. Syrmos said the success of ������Ƶ student-athletes extends beyond competition and reflects the university’s broader commitment to student success.

“Our student-athletes are representing Hawaiʻi wherever they go, while pursuing their education and preparing for their futures,” Syrmos added. “We are proud of the way they succeed both on the road and in the classroom, and grateful to the supporters who help make those opportunities possible.”

The 11-day initiative serves as an opportunity for fans, alumni and supporters to invest directly in the future of ������Ƶ Mānoa Athletics. Contributions directly impact student-athletes by funding essential resources, including scholarships, facility upgrades, nutrition, mental health care and academic support services.

“Every day, we see the commitment our student-athletes bring to the court, in the classroom and to our community,” said Khaliliah Mitchell, head coach of ������Ƶ Mānoa women’s basketball. “The resources made possible through Giving Week allow us to give our student-athletes the support they need to grow and compete at the highest level. When our community comes together behind our teams, our student-athletes feel that support, and it makes a difference.”

Applying to the University of Hawaiʻi just got easier.

������Ƶ has launched , a single undergraduate application for all 10 campuses that replaces a patchwork of separate applications and accounts previously used by prospective students.

The new system is now available for students applying for fall 2027 and represents the latest in a series of ������Ƶ initiatives aimed at removing barriers, simplifying access to higher education and improving the student experience.

“For too long, we have expected students to understand our organizational structure and navigate multiple systems just to apply to a University of Hawaiʻi campus. ApplyHawaiʻi changes that,” ������Ƶ President Wendy Hensel said. “Every way we can reduce barriers to higher education is critically important. We want to make it seamless and easy for students to connect with us, explore their options and find the ������Ƶ campus and program that are right for them.”

Learn more and apply at

Previously, prospective students navigating the application process could encounter as many as four different application pathways across the ������Ƶ System, with separate applications and accounts depending on the campus or program. With ApplyHawaiʻi, students interested in any of ������Ƶ’s seven community colleges or three four-year universities can now start with one common application.

ApplyHawaiʻi serves degree-seeking undergraduate applicants, including first-time freshmen, transfer and returning students, as well as Early College program for high school students and Direct2������Ƶ initiative for public high school seniors. Graduate programs and ������Ƶ Mānoa Outreach College programs will continue to use their existing application processes.

The launch builds on ������Ƶ’s ongoing efforts to make college more accessible and easier to navigate. Those efforts include Direct2������Ƶ, which provides eligible Hawaiʻi public high school seniors with a simplified pathway to admission across the ������Ƶ System, and new initiatives to make it easier for ������Ƶ Community College students to transfer to four-year campuses.

ApplyHawaiʻi is also the first step toward a modernized, systemwide enrollment technology ecosystem that will provide a foundation for better connecting recruitment, admissions and communications so prospective students can have a more seamless experience from their first interaction with ������Ƶ through enrollment.

“This is much bigger than replacing an application,” Hensel said. “We are removing unnecessary complexity and building a university around the needs of our students. ApplyHawaiʻi is another important step toward a more connected, accessible and student-centered University of Hawaiʻi.”

The ranked No. 65 among the best universities in the nation and No. 299 in the world, according to the 2027 , an independent global assessment of universities, released on September 30 BST (September 29 HST). The recognition highlights ������Ƶ Mānoa’s strength in teaching reputation, research quality and other key measures of excellence.

This recognition places ������Ƶ’s flagship campus in the top 2.5% in the U.S. out of and in the top 1.2% in the world out of .

“������Ƶ Mānoa’s continued recognition as being one of the world’s leading universities reflects upon the extraordinary work happening across campus by our students, faculty, and staff to address the challenges that matter to Hawaiʻi, the Pacific, and beyond,” ������Ƶ Mānoa Chancellor Vassilis L. Syrmos said. “This latest ranking by Times Higher Education is a true testament to the strength of our research and academic programs, and of our renewed commitment to making ������Ƶ Mānoa a place where access meets excellence.”

Times Higher Education, which produces these rankings annually, is one of the leading international university rankings organizations. To qualify for these rankings, Times Higher Education first determined the top 168 U.S. universities and top 2,297 universities worldwide.

Rankings criteria

Times Higher Education evaluated 18 indicators in its rankings:

• Research quality: 30% (citation impact: 15%, research strength: 5%, research excellence: 5% and research influence: 5%)
• Teaching (the learning environment): 29.5% (teaching reputation: 15%, doctorates-awarded-to-academic-staff ratio: 5.5%, staff-to-student ratio: 4.5%, institutional income: 2.5% and doctorate-to-bachelor’s ratio: 2%)
• Research environment: 29% (research reputation: 18%, research income: 5.5% and research productivity: 5.5%)
• International outlook: 7.5% (proportion of international students: 2.5%, proportion of international staff: 2.5% and international collaboration: 2.5%)
• Industry: 4% (industry income: 2% and patents: 2%)

Other rankings

������Ƶ Mānoa also received these notable rankings:

• 2026 Academic Ranking of World Universities, August 21, 2026
• 2027 The Princeton Review “The Best 392 Colleges” guide, August 19, 2026
• 2026–27 Global University Visibility Rankings, July 23, 2026
• 2027 Quacquarelli Symonds World University Rankings, June 17, 2026
• 2026–27 U.S. News and World Report Best Global Universities rankings, June 16, 2026

The University of Hawaiʻi’s three 4-year universities earned national recognition in the released September 22, with ������Ƶ West Oʻahu earning two second-place regional rankings and two additional top-10 rankings.

, and were ranked among the country’s top 4-year institutions by U.S. News and World Report out of based on nearly 20 categories (depending on program ranking), including graduation and retention rates, peer assessments, academic and financial resources and student excellence.

“Recognition from U.S. News and World Report reflects the many ways the University of Hawaiʻi is serving students and the state,” ������Ƶ President Wendy Hensel said. “From academic programs and student support to opportunities that help students move into careers and build better lives for themselves and their families, these results highlight the strength and value of a University of Hawaiʻi education. We are proud of the work happening across our universities, community colleges and learning centers, and remain committed to providing opportunities for students at every level of higher education.”

The in the ������Ƶ Mānoa ranked No. 23 among the best programs in the nation. Shidler College also came in at No. 129 (tied) among the best undergraduate business programs out of 535 ranked undergraduate business programs.

The flagship campus of the ������Ƶ System ranked No. 96 (tied) as a top U.S. public university; No. 128 for best colleges for veterans; No. 186 (tied) overall in the country; and No. 196 (tied) in social mobility, which measures how well schools graduated students who were federal Pell Grant recipients. ������Ƶ Mānoa was ranked among the national universities category—featuring institutions that offer a range of undergraduate majors, plus master’s and doctoral programs, and emphasize faculty research.

The is the No. 94 (tied) best undergraduate nursing program among 671 ranked undergraduate nursing programs.

The ranked No. 140 (tied) for best undergraduate economics programs in the nation, and the ranked No. 189 (tied) out of the top 676 best undergraduate psychology programs in the nation. Both departments are housed in the .

The placed No. 146 (tied) among the best undergraduate engineering programs that offer doctoral degrees in the country.

The in the ranked as the No. 173 (tied) best undergraduate computer science program out of 587 ranked programs.

“������Ƶ Mānoa’s strong showing reflects the depth and breadth of a flagship institution that combines outstanding undergraduate education with nationally recognized research and professional programs,” said ������Ƶ Mānoa Chancellor Vassilis L. Syrmos. “Our faculty, staff, and students should all take pride in their hard work and dedication that led to these results, which can also be attributed to the many unique opportunities we are able to provide to students across our campus and in the field. I’m very pleased to see the fruits of our labor reflected in these rankings by U.S. News and World Report.”

������Ƶ Hilo ranked among the top national liberal arts colleges—a category that compares institutions across the country, rather than within a single region—that focus almost exclusively on undergraduate education and that tend to award most of their degrees in the arts and sciences. In that category, ������Ƶ Hilo ranked No. 17 as a top public school, No. 77 (tied) for social mobility and No. 153 overall.

������Ƶ �ᾱ����’s is the No. 195 (tied) best undergraduate nursing program in the country among 671 ranked undergraduate nursing programs, the ranked No. 255 (tied) out of the top 676 undergraduate psychology programs in the nation, and the placed No. 301 (tied) out of 535 ranked undergraduate business programs.

“We’re proud to see ������Ƶ Hilo recognized among the nation’s leading liberal arts colleges,” ������Ƶ Hilo Chancellor Bonnie D. Irwin said. “This recognition reflects the dedication of our faculty, staff and students and the high-quality education and experiences we provide. It’s a testament to the strong community we’ve built at ������Ƶ Hilo and our commitment to student success.”

������Ƶ West Oʻahu ranked No. 2 (tied) for top public colleges in the West and best colleges for veterans among regional colleges in the West, No. 8 for social mobility for regional colleges in the West and No. 9 (tied) overall among regional colleges in the West.

“These rankings are a reflection of the outstanding work happening every day at ������Ƶ West Oʻahu,” ������Ƶ West Oʻahu Interim Chancellor Carlos Peñaloza said. “Our faculty and staff are dedicated to providing students with a high-quality education and the support they need to succeed. We’re proud of our students and grateful to everyone who contributes to their success.”

Ranking categories

������Ƶ Mānoa was ranked in the national universities category, which featured institutions that offer a range of undergraduate majors, plus master’s and doctoral programs, and emphasize faculty research.

������Ƶ Hilo was ranked in the national liberal arts colleges category, which featured institutions that focus almost exclusively on undergraduate education and tend to award most of their degrees in the arts and sciences.

������Ƶ West Oʻahu was ranked in the regional colleges in the West category, which includes schools that focus on undergraduate education and grant fewer than 50% of their degrees in liberal arts disciplines.

������Ƶ Mānoa students are helping shape the future of one of the busiest and most visible areas on campus. The ������Ƶ Campus Design Lab invited students to share their ideas for reimagining Legacy Path during Welina Mānoa: Kick-Off! on September 10. The effort is part of the initial research for a project focused on transforming Legacy Path into a more welcoming and active gathering space while also exploring the future of nearby Andrews Amphitheater.

Legacy Path is a major pedestrian route connecting Campus Center with Dole Street and the main parking structure. The area also hosts campus fairs, pregame activities and other events, and serves as a location for food trucks during the school day.

At the Campus Design Lab booth, students used 3D models of the area to experiment with different configurations, moving miniature food trucks, benches and other features to show how they would like to use the space.

“I like how they’re trying to improve the walking and commuting experience,” said Hao Shen Zheng, a ������Ƶ Mānoa senior majoring in computer engineering. “I think it’s really important since students actually have to experience these things. They should have a say in these types of designs.”

Zheng said the hands-on approach made it easier to envision the possibilities.

“I like the models they have at the booth. You can put food trucks or benches where you would like them to be in a specific area. It helps you visualize it.”

The Campus Design Lab hopes to gather input from several hundred students over the course of the fall 2026 semester, with the official project kickoff planned for October.

“Our goal is to hear from as many students as possible and better understand how they use the space and what they want it to become,” said Brian Strawn, ������Ƶ Mānoa planning and spatial experience director. “We’re already hearing that students want a range of places to gather—from larger, more active public spaces to smaller, more informal places to sit, meet and spend time along Legacy Path.”

Strawn said student input is especially important because the way students experience campus varies widely.

“There isn’t a single student experience of campus,” Strawn said. “Some students commute, some live on campus and others live nearby. Those different patterns shape how students move through campus, where they spend time and what they need from the spaces in between. Engaging students directly helps us understand those differences and design a campus that better supports their daily lives.”

Engaging students in the design process has already proven successful across ������Ƶ Mānoa. Student input from previous workshops helped shape several major projects, including the ongoing McCarthy Mall renovation and the recently completed Aloha Towers renovation.

Nearly 100 new University of Hawaiʻi at ����ԴDz� students participated in the first ever runout across the Clarence T.C. Ching Athletics Complex field before the ������Ƶ football team took on New Mexico State Saturday, September 12. The runout is a long-standing tradition at several colleges and universities around the country to mark the new students’ journey as part of the campus.

“I think running on the field and getting to see all the fans was really fun and the cheering and how excited everyone was, it really just pumped up the game,” said new student Tiana Pardini.

“The whole atmosphere of the tunnel with everyone cheering,” fellow new student, Gabrial Guardado, said. “I thought it was all just a great experience.”

The students helped to fire up the crowd before the opening kickoff and helped propel the ‘Bows to their first win of the 2026 season.

“We are looking at ways to have our students find experiences on campus that help them to create memories and community as part of their college journey,” said Interim Vice Provost for Student Success Kapā Oliveira. “The energy and excitement of this moment is something we hope the students will carry on with them through their time at ������Ƶ ����ԴDz�.”

Each participant received a free T-shirt to commemorate the experience.

“Watching ������Ƶ students run across the field before the football game was a memorable sight,” said Athletics Director Matt Elliott. “The energy, excitement, and school spirit they brought with them made it a moment of celebration for the community. All students are a part of Our Team, Hawaiʻi’s team!”

The ������Ƶ Athletics Marketing team invited new students to sign up during the Fall New Student Orientation that was organized by the Office of Vice Provost for Student Success.

The runout gave new students a chance to connect with the ������Ƶ community and experience the excitement of supporting Rainbow Warrior football directly from the field. The students then got to watch the Rainbow Warriors defeat the Lobos 29–19.

A new Deaf History Museum at the University of Hawaiʻi at ����ԴDz� is bringing a century of Hawaiʻi’s Deaf history, culture and community into the heart of

The exhibit, “I ʻike ʻia, I lohe ʻia: Nā Moʻolelo o ke Kaiāulu Kuli o Hawaiʻi (To Be Seen, To Be Heard: The Stories of Hawaiʻi‘s Deaf Community),” features artifacts, stories and contributions from Hawaiʻi’s Deaf and hard-of-hearing community. It opened on September 14 in recognition of Hawaiian History Month and Deaf Awareness Month.

“Deaf history is Hawaiʻi history. This museum keeps our stories alive so future generations can see where we came from, know who we are, and proudly say this is my history,” said Ed Chevy, a Deaf historian and curator of the museum.

Deaf history is Hawaiʻi history

The Deaf community came together for a grand opening ceremony at , filled with sign language musical performances and a keynote by Yvette I. Ibarra-Keohuloa, a Deaf descendant of Hawaiian high-ranking chiefs Kameʻeiamoku and Kamanawa, trusted advisors to King Kamehameha I.

Ibarra-Keohuloa shared her moʻokūʻauhau (genealogy), moʻolelo (stories) and manaʻo (perspectives).

“Deaf people have always been a part of Hawaiʻi—our families, our communities, our culture and our stories,” Ibarra-Keohuloa said. “Our experiences may not always have been recognized, but that does not mean we are not here.”

The celebration also marked the first Deaf show presented on Kennedy Theatre’s main stage.

Deaf community members and advocates express Deaf history and culture have often been overlooked, leaving many people in Hawaiʻi with limited exposure to the community’s language, experiences and traditions. The museum aims to help close that gap by making those stories more visible and accessible to a broader audience.

Growing student interest

Interest in American Sign Language (ASL) and Deaf culture has been growing at ������Ƶ ����ԴDz�.

This fall marked the launch of a new path for students, a standalone .

Interest in ASL courses at ������Ƶ ����ԴDz� has surged in recent years. Enrollment has grown by 1,400% in six years, from 19 students in spring 2019 to 265 in fall 2025. Demand continues to exceed capacity, with long waitlists for courses.

A 2024 survey also found that 94% of ASL students are interested in pursuing a bachelor’s degree in ASL-English interpreting.

������Ƶ ����ԴDz� ASL instructor Gisella Tomita came up with the idea to bring the museum to Hamilton Library, placing it in the heart of the university in order to create space for greater awareness, connection and inclusion – inspiring students to carry those values into their future professions.

“Once, our languages were silenced. Today, we celebrate them openly. Both of my parents are Deaf, and they told me how sign language was discouraged in their school. Hawaiʻi also has a history of suppressing ‘ō������� Hawaiʻi (Hawaiian language) in schools and public life,” said Tomita who is one of three Deaf instructors of ASL at ������Ƶ ����ԴDz�. “There’s something special about connecting with other Deaf and hearing Hawaiians and locals. We share culture, history, and experiences that connect us to Hawaiʻi. Deafness may be invisible, but when we sign, we find each other. When hearing people are willing to learn and connect, we unite our two worlds.”